Just like different aspects of life, education also involves different skills and talents possessed by different individuals. Young people shine in different areas of their expertise, whether it's sports, musical prowess, or having a scientific and mathematical ability.

These diversified talents of individuals are nurtured at GEMS Wellington Academy Silicon Oasis, from the moment they step in their initial level. It follows post-16 pathways into higher education, enabling students to select both different elements and curriculums. This approach enables their students towards academic achievement and overall emotional wellbeing.

This begins at the initial level of a child's education. For the past seven years, the KHDA has provided the Foundation Stage an outstanding rating and providing weekly access to the outdoor learning experience.

This curriculum inspires young children aged three to communicate with the outside world, both on campus and through trips. This exposes them to real-world learning experiences.

Nathan Sadler, Primary Principal says, “The children need to know that learning can happen anywhere without confining themselves inside the four walls of the classroom only”, making it popular among parents as well. Outdoor learning, according to Assistant Principal Sarah Hollingsworth, is an integral aspect of preparing young children to be lifelong learners. Outdoor learning enables children to explore and enhances their imagination.

According to Jonathan Roberts, Assistant Principal, outdoor learning can be applied to subjects like science. Outdoor learning supports the innate curiosity of children. Students can observe and learn about gravitational forces by watching a leaf fall from a tree or by rolling a ball around.

Character is just as vital as academic achievement. Students learn valuable skills like teamwork and critical thinking through outdoor learning.

Post-16 pathways

Outdoor learning is individualized and personalized for GEMS WSO students where they choose their post-16 programme. Teenagers can choose from five pathways at the academy, including IB, A-Level, and BTEC courses, allowing students to incorporate elements from various curriculums to create a career path, tailored to their strengths and interests.

“Children can choose those certifications that best serve them,” says secondary principal Andy Kai-Fong.

Before and after tests, the school meets with students and parents to ensure that they choose the course suited to their needs or balancing between academic and comprehensive learning. This strategy is being developed to ensure that all 96 nationalities of students have a post-secondary route.

Cameron Harrad, a Year 13 student who is enrolled in the IB Career-Related Programme, appreciates the range of choices. He is pursuing BTEC Business, Higher Level History, and Standard Level Biology. With the IBCP software, he can concentrate on the subjects I enjoy the most to achieving his career goals.

Lewis Harrad, who is also in year 13, says his post-16 pathway options helped him figure out what he wanted to do with his life.

Mr. Kai-Fong emphasizes how the school's extensive enrichment programmes, are another example of the school's dedication to assisting students in all facets of their academic lives. Mental health issues, anxiety, and social stresses are becoming more common among young people. We are reacting by broadening and balancing the curriculum and offering opportunities for students to use various strengths, and re-energize. If students cannot strike the balance as adolescents, they are unlikely to do so as adults. GEMS WSO aims not to let any of their young graduates be like that.